THE PRECURSORS TO CREATING THE COURSE
The decision to spotlight service learning as a distinct facet of university endeavors stems, firstly, from established foreign practices, according to Elena Isaeva, Director of the Center for the Development of the Third Mission at Yaroslavl State University. Secondly, contemporary Russia emphasizes the non-profit sector at the state level. Hence, omitting the humanitarian component of the non-profit sector from the educational process and excluding representatives of NGOs from higher education especially when fostering genuine citizenship is, in my view, misguided, Isaeva asserts.
A third pivotal factor, as she emphasizes, is the activism of advocates for this technology, who have presented and substantiated its relevance. Notable entities such as Vladimir Potanin Foundation, the Higher School of Economics, the Association of Volunteer Centers, and representatives from resource centers of NGOs in Russia have played a significant role. In my view, the time has come when the significance of this technology has become evident to the relevant ministry. Timing is crucial, the expert notes. It relies on the development of the non-profit sector to an appropriate level and the states preparedness to support this direction.
Dmitry Zemtsov, Vice-Rector of the National Research University Higher School of Economics, believes that service learning practices have existed in Russia for a considerable period of time. However, never before have they been collectively consolidated into a coherent concept. Examples include legal clinics, medical student volunteering, and more. In recent years, experts have increasingly debated the applicability of metaphors like ivory tower or human resources factory to contemporary universities. Todays universities are expected not only to address educational and scientific challenges, but also to participate actively and responsibly in social life. In this context, service learning empowers students to translate the acquired knowledge into action, utilizing their professional competencies for societal welfare.
A consensus has emerged in the global research community that service learning is an effective technology both for nurturing professionals and cultivating civic responsibility and societal concern within students. Thus, today it is not enough for universities to only provide quality education to young people. The modern higher education landscape demands a comprehensive approach that shapes individual identities with a well-defined value system, ethical compass, and moral principles of young professionals, emphasizes Dmitry Zemtsov.
Presently, higher education is plagued with a structural discrepancy that can be seen from research: a substantial three-quarters of students voice the scarcity of practical application amidst an abundance of theoretical learning in universities, observes Artem Metelev.
The economys momentum outpaces the educational sectors stride. The methodology of service learning, on the one hand, bridges the gap between reality and academia, interlinking the two realms, and, on the other hand, harnesses students vigor and creativity, channeling them towards addressing social dilemmas. What is notable about this practice is that it transcends mere instruction in assisting people; it cultivates students professional competencies with a focus on tackling specific societal challenges the very issues that will define their journey forward, cementing their role as sought-after professionals and engaged citizens, asserts the expert.
GUIDING PRINCIPLES OF TRAINING
Since 2018, AVC has been collaborating with universities on programs fostering volunteerism within the educational framework, thereby incorporating the pivotal tenets of service learning. In accordance with the Service Learning guidebook, published by AVC in 2020, the pedagogical approach to this form of training entails:[59]
1) Active involvement of every participant in the conceptualization, execution, and assessment of social initiatives;
2) Forging links between actual life experiences and an adaptable, open learning framework;
3) Transforming the educators role into that of a mentor and critic, fostering a dynamic perspective;
4) Establishing an educational environment that facilitates access to information technology. This approach attains maximum efficacy through integration:
in a flexible format into various phases of education, starting from the freshman year. Its implementation ranges from individual disciplines dedicated to devising and executing community projects, all the way to realizing graduation projects in tandem with specific social partners;
in the format of internships, practical courses, and elective subjects, enabling students to immerse themselves in resolving issues of social significance throughout their academic journey.
In 2022, AVC also introduced a practical manual aimed at embedding the methodology within universities. This resource provides insights into integrating service learning into the educational process and integrating the practice into the Dobro. Centers program, an instrumental player in this model, uniting universities and the local community. Moreover, the Service Learning educational course was unveiled on the Dobro.University platform, drawing participation from nearly 2,000 people. In 2023, the prestigious #WEARETOGETHER International Awards introduced a dedicated Service Learning category along with a special accolade recognizing Mentoring of the Year.
Dmitry Zemtsov, Vice-Rector of the National Research University Higher School of Economics, asserts that the Russian education system offers versatile avenues for assimilating the practices of service learning into the educational landscape. Universities can make the execution of social projects by students an integral part of the curricular work, incorporate elective modules aimed at resolving societal predicaments, and integrate relevant educational subjects into their curricula.
Furthermore, universities can corroborate a students engagement in socially impactful projects during their tenure through a verified diploma supplement or resume. Another compelling option involves forging alliances between universities and socially-oriented organizations, thus driving students to directly participate in projects and initiatives. For instance, at the Higher School of Economics, students can partake in the Rediscovering Russia expedition, immersing themselves in regional challenges. They can prepare term papers and graduate theses focused on societal issues, eventually receiving a diploma supplement highlighting their contribution to socially meaningful endeavors, underscores Zemtsov.
ENGAGEMENT IN SOCIETAL AFFAIRS
As highlighted earlier, the core essence of service learning revolves around the symbiotic relationship between universities and non-profit organizations (NGOs).
In todays world, the youth demographic stands as a wellspring of myriad social initiatives, since the younger generation has a desire to effect positive change is wholeheartedly inclined to actively partake in the dynamics of society, Artem Metelev believes.